This chapter concerns itself with counter-induction in schools. As an educator who subscribes to Popper's philosophy of critical rationalism. Using Popper's counter-induction, we are urged to introduce hypotheses that are inconsistent with well-established theories. It consists of discussions in an attempt to criticize the theory or hypotheses and not to prove or to make it probable. Karl Popper further states that every step we take to protect a theory from criticism, or to make it safe or 'well-founded', is a step away from rationality. Knowledge building or growth occurs when we uncover new facts from the theories. When using the counter-induction approach, the teacher with a prescribed school curriculum will operate on the assumption that there is no transference of knowledge or ideas from her to her students. Bereiter draws a clear distinction between learning and knowledge building by defining learning as acquiring knowledge and helping others to know.